Tài liệu Book grammar for IELTS part 11 pptx

Having said this, understanding how consumers make decisions, and the crucial role of packaging in this process, has been a neglected area of research so far.. This is surprising given t

HE Decide if the underlined sections are correct or not Tick (v) them ïf they are right and

correct them if they are wrong

Teacher:

Student:

Teacher:

Student:

Teacher:

Student:

Teacher:

Student:

What impact do you feel a good learning experience at

school can have on people in terms of future learning?

Oh, well, obviously, having a good experience as a

student will 1 allow you feel positive about learning in

general If you’ve had supportive teachers at school who

2 encouraged you to work hard, you are more likely 3 to

go on to be conscientious in your university studies

Can you give me an example?

Well, with my art classes, my teacher was so supportive

that I 4 tried very hard pleasing her However, I have had

that 6 made me wanting to give up

How can teachers ensure that their students have a

positive learning experience?

I think teachers 7 need to be interested in their students

If they aren’t interested, their students 8 will stop to

make an effort Also, if students 9 enjoy being in class,

work hard if they like what they are doing So teachers

should 11 try to make their classes stimulating

Do you think that the curriculum in schools allows

teachers to be creative and make their lessons interesting?

Yes, in my country teachers must follow a curriculum, but

the government 12 doesn’t force them teach in a certain

way That means that teachers can 13 decide to teach the

topic however they like So, teachers can still be creative

and 14 let their students deciding how they learn

Verb + verb patterns

4 Fill in the gaps in the letter using both of the verbs in brackets

Dear Sir,

I am writing to complain about the service I received in your hotel at the weekend I arrived at your hotel at lunchtime on Friday and your receptionist

1 told umé tta.take (tell/me/take) a seat while she dealt with some other Customers 1 2 (not feel like/wait) after a long journey but

IT sat down anyway However, after your receptionist 3

(finish/talk) to the other customers she walked away and left no one behind the desk After about ten minutes, I rang the bell, but still no one came

14 (try/find) someone else to help me, and when I

(fail/do) this I went behind the desk and called through the

door The receptionist was sitting in the back room at the computer When she

© esssssssesssssnsssnsssessee (see/me/stand) in the doorway, she apologized and said she

me (need/send) an urgent email and 8 (carry

on/look) at her screen

If this had been the only poor service I received during my stay, I would not 9c 2c (bother/write) this letter However, later that evening, in the dining room, I had another bad experience Your menu only had one vegetarian

dish, so I ordered this Imagine my horror when I 10 (start/eat) and discovered meat in the dish I 11 (connsider/leave)

immediately, but instead I explained the situation to the waiter I

(expect/him/get) me another vegetarian meal, but instead he

simply shrugged his shoulders, removed the plate and walked away

1 (hope/receive) a full apology from you for this poor

service and some recompense for the unpleasant time I experienced whilst staying in your hotel 1 14 (advise/you/give) your staff some customer care training in the immediate future

Yours faithfully,

139

D Test practice

Academic Reading

You should spend about 20 minutes on Questions 1-13 which are based on the Reading

Passage below

How consumers decide

Professor John Maule from the University of

Leeds describes new research into the way

that consumers choose a product

Understanding consumers

Consumers are creatures of habit: they buy the

same products time and time again, and such is

their familiarity with big brands, and the colours

and logos that represent them, that they can

register a brand they like with barely any

conscious thought process The packaging of

consumer products is therefore a crucial vehicle

for delivering the brand and the product into

our shopping baskets

Having said this, understanding how consumers

make decisions, and the crucial role of packaging

in this process, has been a neglected area of

research so far This is surprising given that

organisations invest huge amounts of money in

developing packaging that they believe is effective

— especially at the retail level Our Centre for

Decision Research at Leeds University’s Business

School, in collaboration with Faraday Packaging,

is now undertaking work in this area It has

already led to some important findings that

challenge the ways in which organisations think

about consumer choice

The research has focused on two fundamental

types of thinking On the one hand, there's

‘heuristic processing’, which involves very

shallow thought and is based on very simple

tules: 1) buy what you recognize, 2) choose what

you did last time, or 3) choose what a trusted source suggests This requires comparatively little effort, and involves looking at - and thinking about - only a small amount of the product information and packaging One can do this with little or no conscious thought

On the other hand, ‘systematic processing’

involves much deeper levels of thought When people choose goods in this way, they engage in quite detailed analytical thinking - taking account of the product information, including its price, its perceived quality and so on This form of thinking, which is both analytical and conscious, involves much more mental effort

The role of packaging is likely to be very different for each of these types of decision making Under heuristic processing, for example, consumers may simply need to be able to distinguish the pack from those of competitors since they are choosing on the basis of what

140

Verb + verb patterns

they usually do Under these circumstances, the

simple perceptual features of the pack may be

critical - so that we can quickly discriminate

what we choose from the other products on

offer Under systematic processing, however,

product-related information may be more

important, so the pack has to provide this in an

easily identifiable form

Comparing competition

Consumers will want to be able to compare the

product with its competitors, so that they can

determine which option is better for them A

crucial role of packaging in this situation is to

communicate the characteristics of the product,

highlighting its advantages over possible

competitors

So, when are people likely to use a particular

type of thinking? First, we know that people are

cognitive misers; in other words they are

economical with their thinking because it

requires some effort from them Essentially,

people only engage in effort-demanding

systematic processing when the situation justifies

it, for example when they are not tired or

distracted and when the purchase is important

to them

Second, people have an upper limit to the

amount of information they can absorb If we

present too much, therefore, they will become

confused This, in turn, is likely to lead them to

disengage and choose something else

Third, people often lack the knowledge or

experience needed, so will not be able to deal

with things they do not already understand,

such as the ingredients of food products, for

example

And fourth, people vary in the extent to which they enjoy thinking Our research has

differentiated between people with a high need for thinking - who routinely engage in

analytical thinking - and those low in the need

for cognition, who prefer to use very simple forms of thinking

Effectiveness varies

This work has an important impact on packaging

in that what makes packaging effective is likely to vary according to the type of processing strategy that consumers use when choosing between products You need to understand how consumers are selecting your products if you are to develop packaging that is relevant Furthermore, testing the effectiveness of your packaging can be ineffective if the methods you are employing concern one form of thinking (e.g a focus group involving analytical thinking) but your consumers are purchasing in the other mode (i.e the

heuristic, shallow form of thinking)

For the packaging industry it is important that retailers identify their key goals Sustaining a consumer's commitment to a product may involve packaging that is distinctive at the heuristic level (if the consumers can recognize the product they will buy it) but without encouraging consumers to engage in systematic processing (prompting deeper level thinking that would include making comparisons with other products)

Conversely, getting consumers to change brands may involve developing packaging that includes information that does stimulate systematic processing and thus encourages consumers to challenge their usual choice of product Our work

is investigating these issues, and the implications they have for developing effective packaging

141

Questions 1-6

Do the following statements agree with the information given in the Reading Passage?

Next to Questions 1-6 write

TRUE if the statement agrees with the information

FALSE if the statement contradicts the information

NOT GIVEN if there is no information on this

1 Little research has been done on the link between packaging and consumers choosing a

product

2 A person who buys what another person recommends is using heuristic thinking

3 Heuristic processing requires more energy than systematic processing

4 The concept of heuristic processing was thought up by Dr Maule’s team

5 Aconsumer who considers how much a product costs is using systematic processing

6 For heuristic processing, packaging must be similar to other products

Questions 7-8

Choose the correct answer A, B, C or D

7 When trying to determine how effective packaging is, testing can be made ‘ineffective’ if

A you rely upon a very narrow focus group

B your consumers use only heuristic thinking

C the chosen consumers use only shallow thinking

D your tests do not match the consumers’ thinking type

8 If a retailer wants consumers to change brands their packaging needs to be

A informative

B distinctive

C familiar

D colourful

142

Verb + verb patterns

Questions 9—13

Complete the summary below

Write NO MORE THAN TWO WORDS for each answer

Write your answers next to Questions 9-13 below

Comparing competition For consumers who want to compare products it is important that your packaging stresses

the9 of your product

We know that people only use systematic processing if the 10 makes it

necessary or desirable We also know that too much 11 could make

consumers choose another product Furthermore, consumers may not fully understand

details such as the 12 of a product While some people like using systematic

processing, others like to think in a 13 way

Look at these sentences from the text Without looking back, fill in the gaps using the

correct form of the verbs in brackets

1 Thịis is surprising given that organisations invest huge amounts of money in

(develop) packaging that they believe is effective

2 This requires comparatively little effort, and involves (look a‡) - and

(think about) - only a small amount of the product information and packaging

3 Under heuristic processing, for example, consumers may simply need

(be able to) distinguish the pack from those of competitors

Consumers will want (be able to) compare the product with its competitors

The role of packaging is likely (be) very different

People vary in the extent to which they enjoy (think)

Prompting deeper level thinking that would include (make) comparisons with

other products

8 Conversely, getting consumers (change) brands may involve as

(develop) packaging that does stimulate systematic processing and thus encourages

Consumers (challenge) their usual choice of product

143

Likelihood! based! on) conditions 2

zero, first and second conditionals;

other ways to introduce a condition

[7 simon Brown has just inherited $10,000 from his grandfather

and is talking to his father about what to do with it Look at

these pictures What would you do with the money?

father talk about? Do you agree with Simon or his father?

Match the first and second halves of these sentences from the recording

Listen again and check your answers

Unless you invest it properly,

If I invest it,

If I went travelling,

If you were to spend a year travelling around the world,

If you own a car,

It would be great

You won't lose any money

As long as you get a second-hand one,

you’d probably need an awful lot more money than this!

if I could drive to work instead of travelling on the bus

you won’t earn much interest

provided that you think of it as a long-term investment

e you should still be able to invest some money as well

f I'd lose a year of study

g you also have to pay for insurance and road tax every year

h I won't be able to access the money quickly

ĩm Look at the sentences in Exercise 3 above Which words or phrases have a similar

meaning to if? Do any of the sentences talk about events in the past?

144

Likelihood based on conditions 4

Conditional sentences talk about a condition (usually introduced by if) and a possible result or consequence The if-clause can be before or after the result clause We use a comma between

clauses when the if-clause comes first Either clause can be positive or negative

1 Zero conditional

if + present tense, + present tense [f you hear water to 100°C, it boils

present tense + if+ present tense = Waser boils if you heat i to 100°C

We use the zero conditional to talk about something that is a general truth or fact (if has a

similar meaning to every time):

If you own a car, you also have to pay for insurance and registration every year

If it is no longer a fact we use the past tense:

When I was a child, if I helped my mother, she gave me extra pocket money

2 First conditional

if + present tense, + will/won't (might/could/going to) + verb If | invest my money, it will grow

will/won't (might/could/going to) + verb + if + present tense My moncy will grow if | invest it

We use the first conditional to talk about something we feel is a probable future result:

If you leave your money in the bank, you won't earn any interest and it may lose value over time

We can use might, could, or may instead of will to suggest something is less probable:

If I invest it, I might lose it all

or can to mean sometimes:

If you travel at rush hour, the trains can be very crowded (this sometimes happens)

3 Second conditional

if + past tense, would(n’t) (might/could) + verb If! invested my money, it would grow

would(n’t) (might/could) + verb + if + past tense My money would grow if | invested i

We use the second conditional to talk about imaginary, impossible or unlikely situations in the

present or future The past tense does not refer to past time:

If I went travelling, I wouldn’t have any money left over

4 With the verb be we can use was or were with I/he/she/it:

That’s what I would do if I were/was you

We can use was/were + to-infinitive to refer to unlikely actions in the future:

If you were to spend a year travelling around the world, you'd probably need an awful lot more

money than this!

-5395705/50/700/000 0000 680772 sẽ

4 Other words to introduce a condition

We can use other words such as when, provided that, in case, so/as long as and unless instead of

if in zero, first and second conditional sentences

when; as soon as

We use when and as soon as instead of if to show that something is more likely:

Till give you a lift into town éf I finish my work in time (= I am not sure if I will be able to give

you a lift)

T'll give you a lift into town when/as soon as I finish this work (= 1 will give you a lift)

unless

We use unless to show a negative condition, with a similar meaning to if not:

You won't earn much interest unless you invest it properly (= if you don’t invest it properly)

provided/providing that; so/as long as

These phrases can be used instead of if for emphasis Provided/providing that are more common

in written than spoken English:

You won't lose any money provided that you think of it as a long-term investment (= if you think)

As long as you get a second-hand car, you should still be able to invest some money (= if you get)

in case

We use in case to talk about precautions Compare:

You should keep this reference number in case there are any problems (= keep the reference

number because there might be problems later)

You should quote this reference number if there are any problems, (= quote this reference number

at the time of any problems)

A We don’t usually start a sentence with in case

š

Likelihood based on conditions 1

Er Match the beginnings (1-8) and the endings (a-h) of these sentences

1

If I win the competition, < a we'll give you the job

If you boil milk, b if you don’t get accepted at Macquarie

What happens to the engine (©) TH take you somewhere nice to celebrate

If I get all my work done in time, d if you put diesel fuel into a petrol-driven

I might buy a new laptop computer car?

If you agree to enrol in the diploma e it forms a skin on the top

course, f I'll be home by six o’clock tonight

If you put the sofa there, g you won't be able to open the cupboard

h._ if my boss allows me to work from home sometimes

EF Fill in the gaps in the extracts below using the verbs in brackets in the correct form

@ (love) it if I (become) a doctor but I’m not sure

Td be able to face all those years of study Also if1, (be) a doctor, I

— (hate) all those hours you have to work

These days I use the Internet more and more to do my shopping If I

(not/hawe) my computer, l (not/know) what to do I buy clothes, books

and DVDs online as well as holidays If you (not/find) what you want in

the shops, you (find) it on the Internet I’m going to Barcelona in a few

weeks and Im going to buy my ticket on the Internet because it (save)

me about £50 if1 (đo) it that way

Thịs production of Shakespeare)s play (surprise) you, unless you

m4 (be used to) seeing all the characte†s being played by just two people!

Eggs are best kept at a cool room temperature, so I don’t keep my eggs in the fridge If

| (keep) them in the fridge L (take) them out half an hour

before cooking However, not everyone has somewhere cool to keep eggs If you

nutans (NOt/have) a cool place to store them in your home, you

(have $0) use the fridge, but just remember to take them out in time.